Lesson 1 - Introduction to Digital Storytelling

Lesson Title: Introduction to Digital Storytelling

Grade Level: 5th

Objective: Students will identify characteristics of digital stories. Students will compare and contrast characteristics of digital stories and traditional (non-digital) stories.

Standards:

Maryland State Curriculum

• Standard 3.0 Comprehension of Literary Text
  • Students will read, comprehend, interpret, analyze, and evaluate literary text.
  • Indicator 2. Analyze text features to facilitate understanding of literary texts

Montgomery County Public Schools Curriculum

• Reading/Language Arts
  • Writing - Shows evidence of traits of effective writing.

ISTE NETS Student Standards

• 1. Creativity and Innovation
  • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • a.apply existing knowledge to generate new ideas, products, or processes.

AASL Standards for the 21st Century Learner

• Inquire, think critically, and gain knowledge.
  • 1.1 Skills
  • 1.1.2 Use prior and background knowledge as context for new learning.
  • 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
  • 1.4 Self-Assessment Strategies
  • 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
  • 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
  • 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
  • 1.4.4 Seek appropriate help when it is needed.

• Draw conclusions, make formed decisions, apply knowledge to new situations, and create new knowledge.
  • 2.1 Skills
  • 2.1.2 Organize knowledge so that it is useful.
  • 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
  • 2.1.4 Use technology and other information tools to analyze and organize information.
  • 2.2 Dispositions in Action
  • 2.2.4 Demonstrate personal productivity by completing products to express learning.

• Share knowledge and participate ethically and productively as members of our democratic society.
  • 3.1 Skills
  • 3.1.3 Use writing and speaking skills to communicate new understandings effectively.
  • 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

Time Allotment: 45 minutes

Materials:

• Inanimate Alice Episode 1 Script: http://community.prometheanplanet.com/en/user_groups/inanimate__alice/m/resources/28035.aspx
• Inanimate Alice – Episode 1: http://www.inanimatealice.com/episode1/teachers/
• LCD Projector
• Promethean Board (chart paper or white board if not available)
• Class set of computers with internet access (either computer lab or laptop cart)
• Scrap paper and pencils
• Venn Diagram: http://www.scholastic.com/teachers/lesson-plan/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_venndiagram.pdf

Lesson Procedure:
Introduction/Warm Up Activity:

• Begin by reading aloud sections 1 through 3 on the Inanimate Alice Episode 1 Script.
• Follow by showing sections "Alice" through "Brad" of Inanimate Alice Episode 1 Video (project by LCD projector for students to view).
• Ask students to comment on and compare the two experiences (text vs. digital). Ask students what they liked/disliked about the two formats.
• Explain that the video version of Inanimate Alice is an example of digital storytelling. Tell students that will be learning more about digital storytelling and how it is similar and different from traditional storytelling.

Main Lesson Activities including Student Assignments:

• Ask students to recall and list elements of a traditional story (characters, setting, plot, conflict/problem, resolution/solution, etc.). List these elements on Promethean board (or chart paper/white board depending on materials available).

* (The following activity is a Think/Pair/Share Instructional Strategy)*

• (Think) Ask students to look for similarities and differences between traditional stories and this digital story as they finish watching Inanimate Alice Episode 1. Encourage students to write down their thoughts about similarities/differences as they view the video. After video is complete, give students a few minutes to finish writing down their thoughts.
• (Pair) Have students work in groups of two or three. Tell students they will be sharing their thoughts on similarities and differences between digital and traditional stories with their small groups. As a group, they need to complete a Venn Diagram comparison of traditional and digital stories. Students may complete the Venn Diagram on the computer and then print their result or they may use a paper copy of the Venn Diagram to complete the task. (The Venn Diagram provided is interactive and can be used in either way presented.) Instructors (teacher and librarian) will circulate and guide/help students as needed.
• (Share) Have each student group share their Venn Diagram with another group to compare their findings. Then have the entire class work together to create a class Venn Diagram that combines all elements discussed in each group. Elements should include (but not limited to):

Differences		Similarities
Traditional	Digital	Pictures (static)
Doesn’t rely on electricity	Sound effects	Text/Dialogue
Doesn’t rely on technology	Music	Characters
Quiet	Moving text	Plot
Turn pages physically	Animated Pictures	Setting
Pictures can have texture or pop-up	Interactive/Game Component	Conflict/Resolution; Problem/Solution

Closure

• Tell students they will be creating their own digital stories in future lessons. Tell students that, like Inanimate Alice, they will create stories that take place in another country and include information about the country’s culture. Tell students that for homework they should start brainstorming where they would like their story to take place and what traditional AND digital elements will be included (characters, plot, sound, pictures, etc.).
• Exit Review Activity – Digital, Traditional, or BOTH!:
  • Tell students that each will be given one of the characteristics of digital stories, traditional stories, or both stories. They must identify the characteristic appropriately – digital, traditional, or both – in order to “exit” the lesson. This can be done orally (teacher asks characteristic aloud and student responds aloud) OR each student can be given a characteristic on a piece of paper and asked to write his/her name and the characteristic’s identification on the paper. Students then turn in the paper to the teacher to “exit” the lesson. The above characteristic table can be used as reference.

Assessment:

• Instructors (teacher and librarian) will assess student understanding of the differences/similarities between digital and traditional stories as students complete and share the Venn Diagram assignment.
• The exit review activity quickly assesses whether students can identify characteristics of traditional and digital stories.

Accommodations and Extensions:
A paraeducator will accommodate the student with an IEP when asked to complete the “Think” (writing down ideas) and “Pair” (create Venn Diagram) portions of the Think/Pair/Share Activity as well as the exit activity. During the Think/Pair/Share activity, the teacher and librarian will check in regularly with the two students who are on behavior contracts. The teacher and librarian will also check in with ESOL student to make sure that she understands the Think/Pair/Share activity and exit activity. No accommodations are needed in this lesson for the student with a 504 plan.